HBAE 3103

FAKULTI PENDIDIKAN DAN BAHASA

SEPTEMBER /2014

HBEL3203

TEACHING OF GRAMMAR

NAMA
NO. MATRIKULASI
NO. KAD PENGENALAN
NO. TELEFON
E-MEL
PUSAT PEMBELAJARAN

: WAN MAZLAN BIN WAN CHIK

: 641229025119001
: 641229025119
: 0127162061
: wmazlan@gmail.com
: KELANTAN LEARNING CENTER

HBAE 3103
TABLE OF CONTENTS
1.0. INTRODUCTION
1.1.

PAGE
1-2

EXPLICIT OR IMPLICIT METHOD OF TEACHING

1.1.1. What is explicit learning?

1.1.2. What is explicit teaching?

1.1.3. What is implicit learning?

1.1.4. What is implicit teaching?

3-4

1.2.

PROBLEM STATEMENT

2.0.

DATA COLLECTION METHOD

2.1. TECHNIQUE OF COLLECTING DATA

3.0.

6-9

3.2.

9 - 10

RESEARCH INSTRUMENT
DESCRIPTION OF THE METHOD OF GRAMMAR

9
9

10

3.4.

INSTRUCTION
EXPLICIT APPROACH

10 - 11

3.5.

IMPLICIT APPROACH

11 - 12

3.6.

METHOD USED FOR THIS STUDY

12 - 13

ANALYSIS OF ESSAYS: USE OF PRESENT TENSE

4.1.

5.0.

5-6

2.2. RESEARCH INSTRUMENT

DESCRIPTION AND JUSTIFICATION OF METHODS OF
GRAMMAR INSTURCTION.
3.1.
PARTICIPANTS

3.3.

4.0.

DATA ANALYSIS

15

ANALYSIS OF ESSAYS : USE OF PAST TENSE

5.1.

13 - 15

DATA ANALYSIS

16
16 - 17

6.0.

FIVE ESSAYS BY THE STUDENTS.

7.0.

CONCLUSION

23

REFERENCES

24

18 - 22

HBAE 3103
1.0. INTRODUCTION
It is undeniable that English is the most common and the most important language in the
world. The speakers can be found almost anywhere, whether native or non-native. The
expansion and acceptance of English is still growing. According to Zaharuddin (1993),
this widespread use of English is due to two successive periods where two English
speaking countries dominated the world with their wealth, strength, economic power and
advanced technology. During the period of the 19th century, the English controlled the
world trade. After that, from the 20th century onwards, the United States of America
takes over. Malaysia learns English as a result of the British colonisation, similar to other
countries which have had the same experience, and takes the language as the second
language because of its importance in the development and modernisation.
Presently, Zaharuddin (1993) stated that English is used by a number of countries
totalling about 600 million people. Half of the population is native speakers while the
other half is of the non-native speakers. Since English is still expanding, it is estimated
that the number of non-native speakers of English may exceed the number of native
speakers. Strevens (1980) stated that it would be an area of interest, since the larger the
total number of users, the larger the number of differentiated versions of the language
which will develop.
One of, if not the most common, problem faced by ESL students is the tense of their
writing and more specifically the consistency of these tenses. Mistakes relating to tense
may be made for a number of reasons. ESL students may be unsure how to form the
present or past tense of certain verbs or may simply be uncertain about whether certain
sections of their essay should be written in present or past tense. One of the problems in
this area is failure to maintain tense continuity. Godfrey (1980), defines maintaining tense
continuity as once a tense is used representing a particular temporal reference central to
the topic with which it is associated is exhausted. When a new topic with a new temporal
reference call for a new tense, the former tense is terminated and a new one is initiated.
Tenses are often perceived as one of the most difficult grammar items to be learned and
taught to English Second Language (ESL) students. Teachers usually face problems in
determining the proper way to instruct them. For example an ESL students may be unsure
1

HBAE 3103
how and when to employ the present or past tense of certain verbs or may simply be
unsure about whether certain segments of their essay should be written in present or past
tense. This will be the problem for the teacher to insure that their student make correct
choice in using the tense.
1.1. EXPLICIT OR IMPLICIT METHOD OF TEACHING
Nearly every language teacher in the world will agree that the argument around the
effectiveness of explicit and implicit teaching has been questioned for decades. Some
researchers agree that explicit teaching methods are more beneficial for learners, some
researchers agree that implicit teaching methods are more beneficial for learners, and
some researchers believe that a combination of the two methods is beneficial for optimal
learning.
The method can best present material for the different students is considered to use
during the teaching activities. This also very much puts on to the work of Krashen (1994)
who used the explicit and implicit standards for his distinction between language learning
and speech learning. The goal was to gain a clearer understanding of how effectively they
learned. Hence, choosing the right method of teaching will permit the pupils to read more
distinctly.
1.1.1. What is explicit learning?
Explicit learning is a conscious awareness and intention (Brown, 2007,
p.291) to learn. In addition, explicit learning involves input processing to
find out whether the input information contains regularities, and if so, to
work out the concepts and rules with which these regularities can be
captured (Brown, 2007, p.291). Explicit learning is an active process where
students seek out the structure of information that is presented to them.
Some synonyms of explicit learning are: active, intentional, deductive,
rational, formal, intellectual, conscious, monitoring, problem-solving,
analysis, abstract, metacognitive, inferencing, and systemic study.
1.1.2. What is explicit teaching?
Explicit teaching involves directing student attention toward a specific
learning target in a highly structured environment. Subjects are taught in a
logical order directed by the teacher through demonstration, explanation and
exercise. Explicit teaching also involved modelling thinking patterns. This
2

HBAE 3103
requires a teacher thinking out loud while running through a problem to
help pupils see how they should think about executing a project. The
attention of pupils is really important since explicit teaching is very teachercentred. Explicit instruction is nearly related to deductive teaching, which
means that rules are applied before any lessons are considered.
1.1.3. What is implicit learning?
Implicit learning is learning without conscious attention or awareness
(Brown, 2007, p.291). In addition, implicit learning occurs without intention
to learn and without awareness of what has been learned (Brown, 2007, p.
292). Implicit learning a passive process, where students are exposed to
information, and acquire knowledge of that information simply through that
exposure.
1.1.4. What is implicit teaching?
Implicit teaching involves teaching a certain subject in a suggestive or
implied manner; the aim is not simply expressed. Implicit teaching is nearly
related to inductive teaching, which means that rules are deduced from the
examples presented first.
Errors constitute a lively piece of data in the field of speech, learning and production of
oral communication by scholars, both in spoken and composed varieties of words. In the
past, errors were considered annoying, distracting, but inevitable byproduct of the
process of learning a language.
In English using tenses are quite difficult because of various causes. Unlike Bahasa
Melayu, English has a tense system. It will be harder for students to use tenses correctly
in English. Foppoli (2011) insist that it is indeed really important; quoting that grammar
is the foundation of a language. Therefore, the students must know how to use the simple
present and past tense correctly.
Corder (1978) as cited in Ho (2003:2) has published an article distinguishing mistakes
with errors where the former refers to unsystematic errors of learners as opposed to the
systematic errors of learners from which we are able to reconstruct their knowledge of the
language to date. Therefore, the teacher can analyze the errors and study the strategies
to improve the students understanding.
3

HBAE 3103
Objectives
The objectives of this study are twofold:
a. To distinguish the areas where students commit most errors on the use of the
simple present tense.
b. To distinguish the areas where students commit most errors on the usage of the
past tense.
c. The best ways to correct the students errors with regard to the role of the simple
present tense and the simple past tense.
d. Designs to see out some sources of faults committed by the students and thirdly, it
purports to discover efficient ways to tackle or solve the mistakes.
1.2. PROBLEM STATEMENT
In terms of Second Language Acquisition (SLA), students confronted with same logical
problems faced in the process of gaining the first words. Furthermore, this learning is also
determined, either positively or negatively by the first speech. The students often thought
that learning Simple Present Tense and Past Tense were difficult. This assumption made
the students afraid and not motivated to hit the books. As a consequence, most of the
pupils were afraid to ask the points that they did not understand to the teacher.
2.0. DATA COLLECTION METHOD
For this research investigation the term strategies was defined as, the approaches that
can be used across curricular areas to support the learning of students (Herrell and
Jordan 2004:5) which may be used only on occasion (Ritchhart, Church and
Morrison 2011:48).
Data Collection is an important facet of any type of research work. Inaccurate data
collection can affect the result of a survey and ultimately lead to invalid results. There are
two types of data aggregation:
i.
Quantitative data collection method
ii.
Qualitative data collection method
2.1. TECHNIQUE OF COLLECTING DATA
Technique of collecting data in this research is using qualitative and quantitative
information. Qualitative is derived from observation within the physical bodily function
in the classroom and interview to be exhibited to the teacher. On the other side, the
quantitative data in this research use the questionnaire.
4

HBAE 3103
Interviewing
Interviews are basic fact-finding interactions where one individual asks questions while
another responds. By conducting interviews, researchers obtain a clearer understanding of
an individuals background and experience. Knowledge of this experience helps the
researcher better understand the context for an individuals behavior and decision-making
rationale (Seidman, 1998).
Depending upon the type of information sought, interviews can be loose or formal.
Informal interviews elicit purposeful conversation by soliciting responses that may pass
the audience down an unplanned or unexpected way. Compassion, empathy, flexibility,
and reciprocity from the interviewer to the interviewee are necessary in order for
informal interviews to succeed (Arhar, Holly, & Kasten, 2001; Patton, 1987; Seidman,
1998). According to Patton (1987), interviewing becomes an art and science requiring
skill, sensitivity, concentration, interpersonal understanding, insight, mental acuity, and
discipline (p. 108).
a. Interviews
In interviews information is obtained through inquiry and recorded by census takers.
Structured interviews are performed by using survey forms, whereas open intervals are
notes taken while talking to respondents. The notes are subsequently structured
(interpreted) for further analysis. Open-ended interviews, which demand to be read
and analysed even during the interview, have to be transported out by well - prepared
teachers.
As in preparing a questionnaire, it is important to pilot test forms designed for the
interviews. The best attempt to clarify and focus by the designer cannot anticipate all
possible respondent interpretations. A small-scale test prior to actual use for data
collection will assure better data and avoid wasting time.
Although structured interviews can be practiced to hold virtually any data, as with
questionnaires, information is based on personal belief. Data on variables such as a
catch or effort are potentially open to large errors, due to poor estimates or intentional
errors of sensitive data.

HBAE 3103
Before implementing Classroom Action Research (CAR) teacher conducts the
interview to obtain out the students involvement in English language before
considering the method to be used for teaching the present tense and the past tense.
2.2. RESEARCH INSTRUMENT.
Anglea (2009) suggests that the questioning process in qualitative interviewing enable
researcher to explore into the minds of the sample and coherently gauge their
perspectives on issues being raised throughout the interviewing process.
Qualitative interview proves to be a more potent instrument for data collection as it can
retrieve data that cannot be recovered by other modes of research instruments.
Two a approaches have been used in this field, which is; general interview guide and
semi structured interview.
The General Interview Guide
The general interview guide approach is more structured than the informal,
conversational interview, although there is still quite a bit of flexibility in its composition
(Gall, Gall, & Borg, 2003). The ways that questions are potentially worded depend upon
the researcher who is conducting the interview.
Semi-Structured Interview
A semi-structured interview is a method of research used in the social sciences. While a
structured interview has a rigorous set of questions which does not allow one to divert, a
semi-structured interview is open, allowing new ideas to be brought up during the
interview as a result of what the interviewee says. The interviewer in a semi-structured
interview generally has a framework of themes to be explored.
These approaches are then blended together to attend a more beneficial outcome for the
researcher to devise the questions specifically related to the research questions and asks
the subjects to answer in sequence in order. By using this approach the questions will be
prepared beforehand, thus this will ensure the researcher is on the right track with the
subject matter of the study during the interview session.

HBAE 3103
Table 1: Instrument For The Interview And The Result
NUM.
1
2
3

QUESTIONS

Yes

No

10

50

50

14

30

70

20

20

100

PARTICIPANT

Yes

No

20

10

20

Do you like English lesson?

Do you like to read English story
books?
Do you like to watch an English
movie?

Do you know what is present tense?

20

12

40

60

Do you know what is past tense?

20

12

40

60

20

12

40

60

20

15

75

25

20

18

90

10

20

16

80

20

20

17

15

85

6
7
8
9
10

The student is motivated in learning

English Grammar.
Student have difficulty in using
different subjects in simple past tense
The student could not remember the
formula of the simple past tense.
The students do English exercise
individually.
The students use the simple past
tense in their life

The questions above was constructed by the writers friend Mr. Syed Mohamad and being
used by the writer for the interview. From the outcome of the interviews before
implementing of CAR, the writer would wish to make some explanations. From the data,
students are still having low motivation in learning the simple past tense and most of
them still have difficulties in using the simple past tense meaningfully.
The result of the interview revealed that from first statement and second, 50% (10
students) like English Language and 30% (6 students) like to read story books. The
statement number 3 100% (20 students) like to watch movies and 40% (8 students) knew
the present tense. The statement 5 40% (8 students)

knew what is past tense and

motivated to learn English. For statement 6 40% (8 students) is motivated in learning

7

HBAE 3103
English Grammar, 75% (15 students) have difficulty in using different subjects in simple
past tense. For statement 8, 90% (18 students) the student could not remember the
formula of the simple past tense. For statement 9 showed that 80% (16 students) could
not do English exercise individually and for statemen 10 only 15% (3 students) use the
simple past tense in their life.
From the result we can conclude that the ability of the students and their interest in
learning English language, especially the simple past tense and simple present need to be
boost up. Therefore the implementation of the explicit teaching method is in order so that
it will improve students ability and motivation.
3.0. DESCRIPTION AND JUSTIFICATION OF METHODS OF GRAMMAR
INSTURCTION.
In getting good result from the research, it is vital to choose the research method. The
aims of this case study is utilizing error analysis of learners writing performance,
specifically on Simple Present Tense and the Simple Past Tense as well as to find out the
frequencies of errors committed, to detect the sources of errors committed by the learners
and lastly, find out the effective ways to solve the errors.
3.1. PARTICIPANTS
20 students Year 5 Bestari 1 from Sekolah Kebangsaan Jeli 2, Jeli, Kelantan participated
in this research. The actual students for this class is 34 but only 20 were selected. These
students mother tongues is Bahasa Melayu.
3.2. RESEARCH INSTRUMENT
Students were given a topic which is How I spent my last holiday and it is a guided
essay. This essay title was choosen because the question was undoubtedly valid for
students in terms of the context, theme as well as a syllabus. Students were given 30
minutes to write an essay of 120 150 words in the present tense after using explicit
method. A week later, the teacher teaches past tense and write an essay on the same topic.
Students were given 30 minutes to write an essay of 120 150 words in the past tense

3.3. DESCRIPTION OF THE METHOD OF GRAMMAR INSTRUCTION

Grammar is very important within the English language, since it is, in effect, the glue that
holds the language together. With the use of incorrect grammar sentences can become
8

HBAE 3103
meaningless and their message is unclear. This means that you arent able to
communicate effectively and the person who is reading your work may well be quite
confused as to your meaning.
All educators agree that students are better writers when they have an understanding of
grammar. To be effective writers in school and to effectively communicate later in life
when in the workplace, students need to use proper grammar.
In order to truly master English grammar, a student must have both declarative and
procedural knowledge. Memorizing grammar rules are not useful unless a student
understands how to apply these rules to daily communication.
According to researcher Calkins (1980) indicates that is more effective to teach
punctuation, sentence variety, and usage in the context of writing than approach the topic.
Weaver (1998) writes, What all students need is guidance in understanding and
applying those aspects of grammar that are the most relevant to writing.
3.4. EXPLICIT APPROACH
Explicit teaching is not just merely giving students clear directions or even stating the
learning goals at the beginning of a lesson, it is a way of thinking about and acting out
teaching and learning in a principled way throughout the lesson.
Explicit instructional talk is evident when it directly and intentionally prepares students
for their learning, informs them of the learning path and enables them to develop
metacognitive strategies for knowing that learning has taken place. It is an approach that
clearly explicates and maintains the what, the how and the why of any given lesson.
Explicit grammar knowledge refer to a conscious knowledge of grammatical forms and
their meaning (Purpura, 2004). DeKeyser (1995) indicates that this explicit grammatical
instruction involves the explanation of rule or request to focus on grammatical feature.
The instructions can happen both deductively, where the learners are presented examples
first then to generate rules and make generalizations.
3.5. IMPLICIT APPROACH
By contrast, some teachers think that people can acquire language without any overt
grammar instruction much in the same way children learn their mother tongue. They
9

HBAE 3103
believe that conscious use of language forms may result in high affective filter and
consequently poor language proficiency and fluency. These teachers prefer language use
to language usage and focus on meaning rather than form. For language activities, they
provide contextualized and authentic language and do not refer to rules or forms at all.
According to (Brown, 2007) learning without conscious attention or awareness. In
addition, implicit learning occurs without attention to learn and without awareness of
what has been learned (Brown, 2007).
Reber (1967), describes a situation where a person acquires knowledge of covariations in
the environment without explicit intention of learning, without awareness of the learning
process and without knowledge of what has been learned. In the artificial grammar
learning experiment, participants are instructed to memorize stimuli structured by a rule.
In a later test phase, they are able to classify stimuli into regular and irregular items with
above-chance accuracy without being able to verbalize the rule.
In the instructed learning condition, a brief explanation of the rule and written
instructions were given. After training, all participants were instructed to classify
previously seen and novel sentences as grammatical or ungrammatical. If implicit
learning is an effective way of learning second language grammar, one would expect
participants in the implicit training condition to be good at classifying both new and old
sentences, and performance on new sentences to be as good as more explicitly instructed
participants.
Implicit learning a passive process, Students acquire knowledge of new information
through exposure. It evolve outside of awareness, and cannot be consciously recalled, but
causes changes in behavior. Students are exposed to information, acquire knowledges of
that information simply through that exposure..
3.6. METHOD USED FOR THIS STUDY
Tenses is the major problem for ESL students. So a good approach needs to be designed
by teachers to help students learn and understanding those English. The best method to
apply to the teaching of the teachers is explicit method. It can the learners remember the
rules of English tenses.

10

HBAE 3103
In this study the writer uses the explicit method of teaching. Teacher starts the lesson with
the presentation and explanation of the tense rules and followed by few exampels.
Sudents then give few samples orally and then write them on the blackboard. This is for
the teacher to know whether students understand the lesson.
3.7. JUSTIFICATION
The purpose of teaching tenses is not to get students to learn or memorize the material
right away but to get an overview of this variety of tenses and see how they relate to each
other.
English tenses seem difficult for speakers of other languages because they are full of
exceptions to grammar rules. It can appear to some students that so many words are
exceptions to the rule. As Harmer says (Harmer 1987:10). In order to achieve this teacher
must design a strategy to achieve this goal.
To implement this strategy suggested by the writer well, teachers should know the
benefits and the problems that they may find during the implementation of the strategy.
Teacher should inovate this strategy to suit their students.
4.0. ANALYSIS OF ESSAYS: USE OF PRESENT TENSE
One important English verb tense is the simple present. This is actually not a very good
name because its meaning is not exactly simple and the time for which it is used is not
exactly present.
When teaching the Present Simple the ultimate goal is to make sure your students
understand that its used to describe routines, habits, daily activities, and general truths.
Also important is the contrast between the Present Simple and the Present Progressive.
Wrong perception of Simple Present Tense will affect the students ability in constructing
or understanding Simple Present Tense sentences.
There are different simple present tense forms for be and for other verbs.
BE (affirmative)
I am
you are
he is
she is
it is
we are
you are
11

HBAE 3103
Other Verbs (affirmative)
I base form
you base form
he / S / form
she / S / form
it / S / form
we base form
they base form
There are also differences when be and other verbs
are negative in simple present tense:
BE (negative)
I am not
You are not
he is not
she is not
it is not
we are not
they are not
Note: Contractions are often used for not, am not, is not, and are not:
are not ---> aren't
is not ---> isn't
I am not ---> I'm not
you are not---> you're not
he is not---> he's not
she is not---> she's not
it is not---> it's not
we are not---> we aren't
they are not---> they aren't
Other Verbs (negative)
I do not + base form
you do not + base form
he does not + base form
she does not + base form
it does not + base form
we do not + base form
they do not + base form
Note: Contractions are often used for do not and does not:
I do not ---> I don't
you do not ---> you don't
he does not ---> he doesn't
she does not ---> she doesn't
it does not ---> it doesn't
we do not ---> we don't
12

HBAE 3103
they do not ---> they don't
4.1. DATA ANALYSIS
Grammatical Errors Committed by ESL Learners in Writting
Table 4.1 : Errors Committed in Simple Present Tense
No

Types of Errors

Total Students = 20

Percentage

1 The rule of affirmative

11

55%

2 Subject verb agreement

15

75%

3 Errors in using verbs

17

85%

The table shows three types of grammatical errors identified based on the students
narrative writing . Errors in using verb are the most frequent types of error being
committed which is 85%, while subject verb agreement 75% and followed by The rule of
affirmative 55%. (Table 4.1)
This shows that student is still weak in there grammar. Without any mistake students
cannot learn the language. Errors using verbs such am, is and are. For the second
writing activities base on the same title , their writing have improve.There shows that the
students are trying their best to improve in writing essay.

5.0. ANALYSIS OF ESSAYS : USE OF PAST TENSE

The Simple Past Tense, often just called the Past Tense, is easy to use in English. If
students already know how to use the Present Tense, then the Past Tense will be easy. In
general, the Past Tense is used to talk about something that started and finished at a
definite time in the past.
Students for whom English is a second language sometimes (quite understandably) have
trouble distinguishing between the Simple Past and the Present Perfect tenses. The use of
Simple Past is to express the idea that an action started and finished at a specific time in
the past ( e.g., yesterday, last night, two days ago, in 1990) (Azar, 1992:18). It is also for
actions completed in the past at a definite time. The simple past tense usually talks about
an action or situation in the past.
13

HBAE 3103
5.1. DATA ANALYSIS
Grammartical Errors Committed by ESL Learners in Writing
Table 5.1 : Errors Committed in Past Tense
No

Types of Errors

1.

The errors of Simple Past Tense in

Total Students = 20

Percentage

15

75%

18

90%

17

85%

regular verb.
2.

The errors of past tense in irregular

verb

3.

The Past Tense of verb be

The table shows three types of grammatical errors identified based on students narrative
writing. Some of the errors detected by the students in their first attempt are the
confusing of using Simple Past Tense in regular verb; went confused with go and the
use of -ed in the verb. 75% of the students made errors for Simple Past Tense in regular
verb.
Error made by the students for the errors of past tense in irregular verb usually occurs
because the students do not understand the use of -ed or -d. 90% of the students
make this mistake. For example; My father taked (took) us to a strawberry farm.. . The
students still confused with the -d.
85% errors on the simple past of each irregular verb. The students have the difficulty
when to use were, was and how to use -ing for example;
I was enjoyed myself there. (wrong)
I was enjoying myself there. (correct)
I enjoyed myself there. (correct)
The first two sentences show errors on the use of Verbs in relation to Past Continuous
Tense.
After teacher point out the students errors, the students shows their improvement on their
writing. Errors should be put into context so that the students would have aclear view on
the courses of errors and correct their mistake.

14

HBAE 3103

6.0. FIVE ESSAYS BY THE STUDENTS.

Image 1: Image of Students essay (Present tense)

15

HBAE 3103

Image 2: Image of Students essay (Past Tense)

16

HBAE 3103

Image 3: Image of Students essay (Past Tense)

17

HBAE 3103

Image 4: Image of Students essay (Past Tense)

18

HBAE 3103

Image 5: Image of Students essay (Past Tense)

19

HBAE 3103

7.0. CONCLUSION
Grammar is the backbone of a language and without it any single thing you know may be
in flux, in a sort of jelly without much consistency. In a nutshell, grammar provides you

20

HBAE 3103
with the structure you need in order to organize and put your messages and ideas across.
It is the railway through which your messages will be transported.
It's very important to ESL learners to master grammar so they can communicate personal
views within the proper format. Redmond (2003) notes that the creation of the English
past participle involves demand of four sophisticated grammatical contexts: the inactive,
today's the past, the past perfect, and perfect model. Since they involve speakers to
organize numerous associations between tense, voice, aspect, and disposition inside the
verb phrase from semantic and syntactic views, all of consumption is known as
complicated in accordance with simple effective sentences. Using verb tenses imprecisely
or inconsistently can also distract a reader and block communication.
Many of our primary school students have the problems using tenses, especially simple
present tense and past tense. The study has shown that explicit method of teaching will
give better result. In explicit teaching method, students will presented with the rules and
examples of a given structure performing better than implicit method. Analysis of the
students work demonstrated a wide range of grammatical errors.
By using the explicit approach teacher can minimize the errors made by the student.
The Teacher also must innovate their teaching technique so that the can students love
English thus make them want to know more about English. Again, our primary goal as
second language teachers must be to create users or the language, not linguists! It escapes
the aim of this article to describe how we can achieve this but basically we are going to
name the main elements to consider to create "language users."

REFERENCES
Anglea, K. A. (2009). Rediscovering Purpose: The Power of Reflective Inquiry as
Professional Development. Retrieved on 1Nov 2014 from Proquest Database.
Azar, Betty Schrampfer, 1992. Understanding and Using English Grammar, Bina Rupa
Aksara Jakarta.
Brown, H.D. (1980) Principles of language learning and teaching. New Jersey: Prentice
Hall Prentice Hall Inc.
21

HBAE 3103
Brown, Douglas H. (2007). An Interactive Approach to Language Pedagogypicmans
articles. Retrived on 2 Nov from Brown, H.D. (2007). Princples of language
learning and teaching ( 5th ed.) New York: Longman.
http://languagelinks2006.wikispaces.com/Implicit+vs.+Explicit+Teaching
Calkins, L.M. (1980). When Children Want to Punctuate. Language Arts, 57, 567D73.
Gill, S. K. (2002). International communication: English language challenges for
Malaysia. Serdang: Universiti Putra Malaysia Press.
Foppoli, J. (2011). Is grammar really important for a second language learner?
Retrieved on Nov 6, 2014 from http://www.eslbase.com/articles/grammar
Ho, M. L. (2003). Empowering English teachers to grapple with errors in grammar.

Retrieved on Retrieved on May 6, 2012 from

http://iteslj.org/Techniques/Ho_Grammar_Errors.html
Jain, M.P. (1974) Error Analysis: Source, Cause and Significance. In Error Analysis :
Perspective on Second Language Acquisition. Ed. Jack C. Richards. London:
Longman,
Krashen, S. (1994). The input Hypothesis and its rivals. In. N. C. Ells (Ed.) Implicit and
explicit learning language. (PP.45-78). San Diego, CA: Academic Press.
Weaver, C. (1998). Lesson to Share on Teaching Grammar in Context. Portsmouth,
NH: Heinemann.

22